Baseball, the World Series, and Lessons Learned about Gifted Education
The same recipe for success applies.
Sports provide a metaphor for much in life. Such is true for the Philadelphia Phillies; over the years, their wins and losses have evoked joy and heartbreak for countless fans.
The Phillies fell short of reaching the World Series this year. But two years ago, they surpassed the baseball pundits’ expectations, surged to win the pennant, and played in the World Series. Once again, the Phitin’ Phils were the underdogs who rose from the ashes. And once again, their undying fans careened from hope to disappointment.
And while (as a Philly native) I am noting the city’s beloved Phils rather than the Houston Astros who defeated them, few would doubt the drive, persistence, and raw talent found among both teams’ world-class athletes.
Some of these players rose to fame despite poverty and hardship. Others received elite training that prepared them for success. Either way, their talent, dedication, and commitment are astonishing.
So, how does this relate to gifted education???
A sports team’s success depends on a variety of factors — excellent coaching, talented athletes, team chemistry, and a bit of luck. The Phillies’ transformation from a team lagging far behind in the rankings to National League pennant winners was attributed to a change in managers mid-season; the renewed leadership fueled their progress.
The same recipe for success holds true for gifted students.
The right teacher, the right mix of students, the support of their “fans” (i.e., parents, teachers, and a supportive community), and competent leadership (from school administrators) provide the necessary ingredients for gifted kids to flourish.
But as we know, this rarely occurs.
Gifted kids are sometimes encouraged to use their talents; more often, though, they are chastised to sit still and stop raising their hands or to downplay their smarts so they can fit in. Gifted education, unfortunately, is still controversial. Parents of gifted children are accused of bragging, or pushing their kids to achieve, or being elitist.
In contrast, parents of a rising superstar athlete likely hear the following accolades: Amazing. You must be so proud. Such dedication. Parents of talented athletes rarely hear any of the following:
Let them just be a kid.
They should be benched for a while so that the other team players won’t feel so bad about their abilities.
They’ll do just fine without any coaching.
They must not be talented; they struck out each time up at bat today, which just proves they are not the talented athlete you thought they were.
They will need to play on intramurals instead of varsity for a while to encourage the other players and help them succeed. Besides, varsity sports are elitist.
All children are gifted athletes.
Of course, the above comments sound ridiculous when applied to athletic talent! Yet, similar commentary is routinely voiced when intellectual giftedness is the topic of conversation. Parents, attuned teachers, and other advocates are called up to challenge such statements. Below are some facts for challenging false assumptions.
These basic tenets of giftedness must not be ignored:
Gifted children can be found in every racial, cultural, and socioeconomic group.
Gifted children possess innate cognitive abilities and are neurodiverse — their minds grasp concepts more quickly and with greater complexity and depth. Many exhibit asynchronous development where social maturity lags behind their intellectual strengths.
Giftedness does not equate with achievement. Many high achievers are not necessarily gifted; many gifted children are underachievers.
Gifted kids need, deserve, and require a challenging education — just like every other child. The fact that their needs differ from neurotypical or struggling students does not diminish their right to an education suited to their intellectual level.
Parents of the gifted rarely push their children; they are just along for the ride, trying to keep up with their child’s academic needs.
Some gifted children possess a co-existing “twice-exceptional” condition, such as ADHD or a learning disability. This complicates identifying and addressing their gifts and challenges; without astute attention, their giftedness and their learning challenges may be overlooked or misunderstood.
Just like coaches and team managers select players with similar abilities to optimize performance, gifted children also benefit from a classroom of like-minded peers. They thrive when they can engage their curiosity and intensity alongside peers with similar abilities, and where they no longer must hide their strengths to fit in or avoid bullying.
Without a challenging education, gifted students will wither. They may underachieve, withdraw, rebel, or merely coast through school, and never fully develop their potential.
Like the Phillies, gifted kids may fall short of expectations. They strike out at bat, or fail an audition, or miss out on that science fair award. Their talents cannot insulate them from the same setbacks, heartbreaks, rejections, and losses the rest of us also endure. What matters most is resilience, reasonable expectations, and the capacity to learn from experience.
I must confess that I am a fair-weather fan, emerging only to cheer the Phils when they are on the larger stage. Sports have never been my thing. But I became entranced by their enthusiastic and quirky expressions of team spirit and their compelling rise to success that season. The awe-inspiring artistry and power of a homerun hit, the satisfying crack of bat to ball, and the batter’s expectant pause as he awaits the verdict (is it a pop-up fly or will it land in the stands?) are spectacles to behold. Those moments remind us all of what is possible.
A beleaguered city’s embrace of its team’s unanticipated wins and losses can serve as a metaphor and a reminder to support all of our talented kids — the athletes and the mathletes alike. Let’s offer cognitively gifted students the same opportunities, expectations, and support that is typically only reserved for talented athletes.
This article is similar to one posted on Medium on November 22, 2022.
Disclaimer: Please note that my articles are for informational purposes only and are not to be taken as mental health or medical advice. If you are in need of personal guidance, please reach out to mental health professionals in your community.
So true! I used to use this analogy in my parent support groups. It really drove the point home that we (as a culture) are more accepting of supporting certain talents and abilities and not others. We encourage talented athletes to "play up"- not so much with academics. Thank you for this!!
Great article, Gail! My daughter went to Palo Alto High School where the athletes were treated like gods and the smart kids like losers. Your article will hopefully help correct this sad reality in our schools.